Topic: Drama Days: 10-14 Days Grade: 11 Subject Area(s): English Language Arts
Key Learning: A reader must use a variety of elements when analyzing and interpreting drama.
Essential Unit Question: How can a reader interpret and analyze drama to develop a meaningful response?
Concept: Elements of Drama
Concept: Author’s Craft
Concept: Literary Elements
Concept: Multiple Interpretations
Lesson Essential Questions: -How can a reader or audience identify and analyze the elements of drama? -How do characteristics of drama set it apart from other text genres? -How do plays structure plot? -How can a reader determine the meaning of words and phrases used in a text? -How do playwright’s use irony in drama?
Lesson Essential Questions: -How can a reader determine a playwright’s perspective and purpose in a text? -How does contextualization impact how I interpret and analyze a drama?
Lesson Essential Question: -How do playwrights effectively develop characters? -How does setting influence characters and action in a play? -How do playwrights effectively develop theme?
Lesson Essential Questions: -How are drama texts interpreted? -How do interpretations of a source text impact our understanding of a drama? -How are interpretations different from the source text?
Vocabulary: Genre Drama Composition Cast of Characters Stage Directions Act Scene Monologue Soliloquy Aside Domestic Tragedy Classical Tragedy Tragic Hero Dramatic Plot Structure Vocabulary in Context Dramatic Irony
Works of drama conform to conventions set by the genre.
Identify conventions and explain its function in the text. Identify the composition of the play structure and appropriate sub-genre elements. Apply context clues and reference aids to determine meaning of words and phrases in the text. Identify examples of dramatic irony in the play and explain how they impact audience engagement.
Playwright Purpose and Audience
Playwrights select literary elements based on their purpose for writing and audience.
Identify author’s purpose and discuss how selected literary elements achieve that purpose. Identify audience(s)/context(s) and discuss how successful the author achieves his or her purpose. Identify significant dates for interpretation/contextualization: setting, publication, and audience, and discuss the impact on the text.
Literary Elements of Plays
Authors utilize literary techniques and devices in order to develop themes within their works.
Identify characters and elements of characterization in a play. Identify setting and explain its impact on the characters and action of the play. Identify and support themes in the play using knowledge and understanding of characters, plot and setting.
Multiple Interpretations
Dramatic productions (live or filmed) interpret written texts.
Identify similarities and differences between the source text and the interpretation. Evaluate the effectiveness of an interpretation.
Additional Notes:
Suggested Text: Arthur Miller’s The Crucible
Unit Assessments:
Reading/Concept Comprehension (CC/LFS): Content Test
Common Core/Learning Focused Strategies Skills Achievement: District Cold Read
Writing: Multiple Interpretation-In Class
Writing/Research: Mini Research Project/Presentation
Reading/Concept Comprehension (CC/LFS): Content Test Common Core/Learning Focused Strategies Skills Achievement: District Cold Read
Standards for Reading:
RSL #3— Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RSL #4—Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Vocabulary in Context Instruction
Determining Meaning of Phrases in Play
Standards for Language:
LS #4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Writing: Multiple Interpretation-In Class
Standards for Reading:
RSL #7— Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Standards for Writing:
RSL #10—Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.
Grammar: ???
Writing/Research: Mini Research Project/Presentation
Common Core Focus Standards for MINI RESEARCH:
Standards for Reading:
RSI #7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Standards for Writing:
WS #7— Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WS #8—Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Standards for Speaking and Listening:
WS #2— Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
WS #5— Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
WS #6— Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Research: English 11
Information Problem—Establishing Background to Interpret and Analyze a Literary Text
Possible Projects: Group Research Lesson Presentations, Paired Research Brochure Presentations
Key Learning: Information literacy is essential to effective problem solving.
Unit Essential Question: How can I solve an information problem?
Know
Understand
Do
Information problem Big6 Search (basic/advanced) Source Type Source Information Research Product Expectations Standard Citation Format
When presented with a question or problem that requires additional information, good researchers break the process into steps. The research process results in a product that appropriately presents information for a defined audience and purpose.
Define a task by choosing a topic or refining a given topic. Find the best sources. Read and take notes from identified sources. Create an outline to organize ideas. Evaluate Sources Prepare a references list using a standard citation format. Cite information appropriately in research product. Evaluate research product effectiveness and research process efficiency.
Additional Notes: Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT
Topic: DramaDays: 10-14 Days
Grade: 11
Subject Area(s): English Language Arts
How can a reader interpret and analyze drama to develop a meaningful response?
Elements of Drama
Author’s Craft
Literary Elements
Multiple Interpretations
-How can a reader or audience identify and analyze the elements of drama?
-How do characteristics of drama set it apart from other text genres?
-How do plays structure plot?
-How can a reader determine the meaning of words and phrases used in a text?
-How do playwright’s use irony in drama?
-How can a reader determine a playwright’s perspective and purpose in a text?
-How does contextualization impact how I interpret and analyze a drama?
-How do playwrights effectively develop characters?
-How does setting influence characters and action in a play?
-How do playwrights effectively develop theme?
-How are drama texts interpreted?
-How do interpretations of a source text impact our understanding of a drama?
-How are interpretations different from the source text?
Genre
Drama
Composition
Cast of Characters
Stage Directions
Act
Scene
Monologue
Soliloquy
Aside
Domestic Tragedy
Classical Tragedy
Tragic Hero
Dramatic Plot Structure
Vocabulary in Context
Dramatic Irony
Playwright
Author Background
Playwright Perspective
Audience
Purpose
Setting
Context (publication and reading)
Allegory
Characterization
Foil
Setting
Theme
Source Text
Medium
Compare
Contrast
Identify the composition of the play structure and appropriate sub-genre elements.
Apply context clues and reference aids to determine meaning of words and phrases in the text.
Identify examples of dramatic irony in the play and explain how they impact audience engagement.
Identify audience(s)/context(s) and discuss how successful the author achieves his or her purpose.
Identify significant dates for interpretation/contextualization: setting, publication, and audience, and discuss the impact on the text.
Identify setting and explain its impact on the characters and action of the play.
Identify and support themes in the play using knowledge and understanding of characters, plot and setting.
Evaluate the effectiveness of an interpretation.
Additional Notes:
Suggested Text: Arthur Miller’s The Crucible
Unit Assessments:
Reading/Concept Comprehension (CC/LFS): Content Test
Common Core/Learning Focused Strategies Skills Achievement: District Cold Read
Standards for Reading:
RSL #3— Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RSL #4—Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Standards for Language:
LS #4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Writing: Multiple Interpretation-In Class
Standards for Reading:
RSL #7— Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Standards for Writing:
RSL #10—Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.
Grammar:
???
Writing/Research: Mini Research Project/Presentation
Common Core Focus Standards for MINI RESEARCH:
Standards for Reading:
RSI #7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Standards for Writing:
WS #7— Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WS #8—Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Standards for Speaking and Listening:
WS #2— Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
WS #5— Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
WS #6— Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Research: English 11
Information Problem—Establishing Background to Interpret and Analyze a Literary Text
Possible Projects: Group Research Lesson Presentations, Paired Research Brochure Presentations
Key Learning: Information literacy is essential to effective problem solving.
Unit Essential Question: How can I solve an information problem?
Big6
Search (basic/advanced)
Source Type
Source Information
Research Product Expectations
Standard Citation Format
The research process results in a product that appropriately presents information for a defined audience and purpose.
Find the best sources.
Read and take notes from identified sources.
Create an outline to organize ideas.
Evaluate Sources
Prepare a references list using a standard citation format.
Cite information appropriately in research product.
Evaluate research product effectiveness and research process efficiency.
Additional Notes:
Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
Possible Approach to Research: Big6
Possible Research Topics: